Collocations Extra: Multi-level activities for natural English Collocations Extra is a part of the Cambridge Copy Collection, a series of books from Cambridge University Please use the PDF version of this article for citations. Cambridge International Corpus, Collocations Extra ensures that the most frequently Read Online Collocations Extra Book with CD-ROM: Multi-level Acti. musicmarkup.info Collocations Extra book. Read reviews from world's largest community for readers. Help your students become natural and fluent English.
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Cambridge University Press. - Collocations Extra: Multi-level Activities for Natural English. Elizabeth Walter and Kate Woodford. Frontmatter. Collocations Extra Book with CD-ROM: Multi-level Activities for Natural English ( Cambridge Copy Collection) Elizabeth Walter, Kate Woodford pdf free. Read Online Now collocations extra book with cd rom multi level activities for natural english cambridge copy collec Ebook PDF at our Library. Get collocations .
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Before the lesson,I make a list of all the collocationsI want to recyclebut deletepart of eachcollocationbeforephotocopyingthe list for each student. Studentsthen searchtheir notebooksto fill in the missing part of the collocation. If the collocations came from the same text, I sometimes ask students to reconsffuct the main content of the text, or parts of the text, using the collocations as prompts.
This activity has the added usefulness of encouragingand including those studentswho may have trouble answering comprehensionquestionsabout the text for linguistic reasonsbut who are able to participate by rememberingparls of it, however falteringly. One important point: when deciding which part of the collocation to delete, leave the word or words which most strongly suggestwhat the missing part is.
For example,for the collocation a window of opportwnlf, it would be betterto deleteopportuniQ,as a window of. Your choice of deletion, therefore, is a principled one with the aim of helping leamers to remember,not trying to make the task artificially difficult. A slight variation is to dictate part of the collocation and students have to remember or find the missing part in their notebooks before I dictate the whole item.
Other ways of recycling include: domino-typegames- match the cardsend to end by matchingthe collocations;'find your partner'activitieswhere twoword collocations are split between members of the class who then have to find their 'p the table an time hoprn: recycling is 1.
Hott and holistic r organised. A helpful principle to work with for recycling is little and often, with some variation. Your teaching doesnot need to be turned upside down to make room for collocation.
If, however,you are sceptical, why not allow yourself a trial period over the next few weeks to regularly incorporatesome of the ideas into your lessons? Then take a moment to reflect on the effectivenessof the ideas and activities or even ask the class whether they have found the input helpful - a simple, step-by-stepform of action research.
A thoughtful evolution is more likely to be beneficial than a recklessor impatient revolution. Indeed, that is how I saw it up until about three yearsago - useful, but peripheral.
Teacherswho do not stop to consider, or fail to grasp, the theoretical basis behind the teaching of collocation will only play at introducing it into the classroom. There will be no deep commitment to giving it a prominent role - the old argumentswill crowd it out'. There isn't enough time to explain everytthing. There won't be enowgh time to practise. Theywon't rememberall that. They still can't do thepresent perfect!
However, if we take a deeper look at the non-linear, unpredictable and holistic nature of learning, the nature of natural language- the way it is organised, the way it is stored in, and recalled from, the mental lexicon collocation will become so central to everyday teaching that we will wonder whatevertook up so much of our time before. Before the deletepart of Srudentsthen cation. If the ldents to rert. Do you think first of building their lexicons or correcting their grammar?
He encourages learners to take responsibility for their own learning, and uses part of the tirne in class to give his learners a real understanding of techniques for searching a text, dictionary' corpus or computer concordance in ways which help them expand their mental lexicons efficiently, even without the presence of a teacher.
IIe discussesthe importance of searching for and recording certain types of collocation which are particularly useful to learners" Throughout the chapter, readers may like to reflect on whether George's experience mirrors their own, and whether they are happy with the increasing emphasis George places on collocation in his classes.
The following is a personalaccount of how I have brought collocations into my classroom and how my teaching has undergonesmall but significant changesas a result. I believe that the arbitrary nature of collocation is ideally suited to independentlanguage learning and that we need to equip our studentswith skills to enable them to develop their knowledge of coltrocations independently of the teacher.
This is particularly important in an age where 'electronic' text readily availableto technologyhas made large amountsof our studentsthrough CD-ROM and the Internet. I also recognise the importance of students recording the vocabulary they meet, and I outline a simple extensionof the traditional vocabulary notebook to accommodatecollocations and other co-textual pattems' 2.
Language teaching courses and materials tend to classify the dominant patterns under the traditional labels; grammar, function, and the non-literal meaning categoriesof idiom and phrasal verb.
In order to avoid possible confusion and even antagonism,I prefer to adopt a definition of collocation that does not overlap or clash with any of these establishe I ieach. For me collocationdoesnot re-defineor re-orderwhat I teach, it simply extendsand enriches it. Therefore, for teaching purposes,I feel we need a definition that confines itself to a level of patterning that has previously received no explicit focus in our classrooms. A number of overlapping definitions of collocation exist, many of which have at their core some senseof the 'co-occurrence'of words.
A typical definition is 'words which are statistically much more likely to appear together than random chancesuggests'. Unfortunately,as a teacher,I find this type of definition unhelpful. It is simply too abstractand generalto guidemy students'attention to specific elementsof text in a clear and directedway.
In response,I have adopted what I feel is a more transparent and practical definition which involves looking at the languagefrom the point of view of my students. I now re-examinethe contentof the texts in my coursebooksand lessonsand try to anticipateand highlight groups of words - collocations- which I think my studentswill not expect to find together.
The reasonbeing that I expect my studentsto naturally associatethe quality of being heavy with objects,but not with the seaor a smoker. I reservethe term collocation,then, for thoseco-occuffences of words which I think my studentswill not expect to find together. Theseare also the combinationsthat I would not expectmy studentsto producein their free productionof language. I have also restrictedthe use of the term to relationsbetweennouns,verbs, adjectivesand adverbsonly.
This servestwo usefulpurposes. First, it provides a very cleardefinition of collocationfor students. They can easily seethe type of pattern that is the f,ocusof attention, and furthermore, that it is a new and different kind of focus on language.
Secondly, it avoids overlap with traditional vocabularyexercisessuch as those of 'dependentprepositions'. This means that I do not label co-occuffencessuch as gwile of, depend on, reasonfor as collocations. My current textbook has alreadyclassifiedthese patterns,and exercisesexist in the book that focus on such co-occulrences.
Tlsr What definition of collocation do you think is most suitable for your own classes? Would you include any areassuch as idioms or phrasal verbs, or do you think it is best to confine the term in the way just suggested?
The definition of collocation I have adopted is essentially a pedagogic definition. It took me a while before I felt I could seeuseful collocationsin text with ease,which suggeststhat teachersand studentsneed to investtime in both absorbingthe concept,and practicein noticing useful collocationsin 30 Collocation - encouraging learner indep endence text.
Before I becamefocussedon collocation,I would look at a text, and typical of the ELT profession, isolate the major grammar pattems and any items of useful vocabulary almost automatically. Now I find that it is collocations that are first to spring out of the texts I read.
It is very much a caseof seeingmore than you usedto in a text. It is a good idea to keep a record of thesemis-collocationsas you correctyour students'essaysso that you can bring them into the classroomat appropriatetimes to improve and extend vocabulary teaching. An effective platform for raising awarenessof collocation is to focus on a selectionof your students'mis-collocations.
S Collocations Extra is a part of the Cambridge Copy Collection, a series of books from Cambridge University Press containing photocopiable activities and lessons for language teachers. This title provides lots of opportunities for communicative practice in English while helping students pick up useful chunks and collocations. Each unit of the book covers a theme, such as everyday activities, work or travel, commonly found in coursebooks.
The suggested time for each activity ranges from 35 minutes to 1 hour. There is also a map of the book, which gives the reader a clear picture of the layout of the book, including activity type and example collocations. This is followed by a very brief introduction that explains the format of the activities. Each activity cleverly puts collocations into familiar contexts that will help students assimilate them better.
For example, in Unit 13, Activity Then they read a short paragraph about a girl who left home to attend university and fill in blanks to complete collocations. Free Distributed Operating Systems: Free Fast Freddie: Free From Academia to Entrepreneur: Free How To Stop Gaming: Free Hoyle's Rules of Games: Free India and the World: Essays PDF Download.
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